‘I just think it’s really awkward’: transitioning to higher education and the implications for student retention

Williams, Helen; Roberts, Nicola

doi:10.1007/s10734-022-00881-1

Published: 07 June 2022

‘I just think it’s really awkward’: transitioning to higher education and the implications for student retention

Higher Education (2022)Cite this article

204 Accesses
1 Citations
7 Altmetric
Metrics details

Abstract

New first-year students are vulnerable to dropping out of university because the transition into higher education (HE) is difficult to navigate. Using thematic analysis, we analysed focus groups/interview, exit interviews and qualitative survey data with university students during their first year as criminology undergraduates to explore how they transitioned into HE. Findings show that the transition to a new identity of ‘university student’ was hampered by feelings of awkwardness, which prevented students from fully integrating into student life. However, the subject of criminology was a protective factor because interest in the topic and wanting a degree for betterment, including for future career plans, buffered students against dropping out. We argue that subject-specific interventions may be better in supporting the retention of students and that addressing physical, social and academic awkwardness is key.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Data availability

Our data supports the claims we make. It is not appropriate to share the data as it contains non-anonymised data—participants and the location of the study are to remain anonymous.

Code availability

Not applicable.

As the research involves human participants, the study progressed through the ethics procedure at the university and was approved. Informed consent to participate in the study was obtained from participants.

Notes

There are 2 non-responses.
Mature students are defined as aged 21 or over at the start of their programme of study (UCAS, 2022).
There is 1 non-response for gender and 2 non-responses for the variables ethnicity, age and ‘moved to study’.
Social class is missing because of non-response.
Social class is missing because of non-response.

References

Aljohani, O. (2016). A review of the contemporary international literature on student retention in higher education. International Journal of Education and Literacy Studies, 4(1), 40–52.
Google Scholar
Ang, C., Lee, K., & Dipolog-Ubanan, G. F. (2019). Determinants of first-year student identity and satisfaction in higher education: A quantitative case study. Sage open, 9(2) https://doi.org/10.1177/2F2158244019846689
Bennett, R., & Kane, S. (2010). Factors associated with high first year undergraduate retention rates in business departments with non-traditional student intakes. The International Journal of Management Education 8(2), 53–66. https://doi.org/10.3794/ijme.82.276
Bourdieu, P. (2010). Distinction. Routledge.
Google Scholar
Chamberlain, J. M. (2012). Grades and attendance: Is there a link between them with respect to first year undergraduate criminology students? Educational Research and Reviews, 7(1), 5–9. https://doi.org/10.5897/ERR10.165
Article Google Scholar
Christie, H., Munro, M., & Wager, F. (2005). ‘Day students’ in Higher Education: Widening access students and successful transitions to university life. International Studies in Sociology of Education, 15(1), 3–30. https://doi.org/10.1080/09620210500200129
Article Google Scholar
Clayton, J., Crozier, G., & Reay, D. (2009). Home and away: Risk, familiarity and the multiple geographies of the higher education experience. International Studies in Sociology of Education, 19(3–4), 157–174. https://doi.org/10.1080/09620210903424469
Article Google Scholar
Cotton, D. R. E., Nash, T., & Kneale, P. (2017). Supporting the retention of non-traditional students in Higher Education using a resilience framework. European Educational Research Journal, 16(1), 62–79. https://doi.org/10.1177/1474904116652629
Article Google Scholar
Du Plessis, M. & Benecke, R. (2011) Risk, resilience and retention: A multi-pronged student development model. The Journal of Independent Teaching and Learning, 6.
Gazeley, L. & Aynsley, S. (2012). The contribution of pre-entry interventions to student retention and success. A literature synthesis of the Widening Access Student Retention and Success National Programmes Archive. https://www.heacademy.ac.uk/system/files/WASRS_Gazeley_0.pdf Accessed 09.09.21
Guiffrida, D. A. (2004). Friends from home: Asset and liability to African American students attending a predominantly White institution. NASPA Journal, 24(3), 693–708.
Article Google Scholar
HESA (2021) Non-continuation: UK performance indicators https://www.hesa.ac.uk/data-and-analysis/performance-indicators/non-continuation. Accessed 22.02.22
Holdsworth, S., Turner, M., & Scott-Young, C. M. (2017). Not drowning, waving. Resilience and University: A Student Perspective, Studies in Higher Education, 43(11), 1837–1853. https://doi.org/10.1080/03075079.2017.1284193
Article Google Scholar
Ike, T. J. (2020). ‘An online survey is less personal whereas I actually sat with the lecturer and it felt like you actually cared about what I am saying’: A pedagogy-oriented action research to improve student engagement in Criminology. Educational Action Research. https://doi.org/10.1080/09650792.2020.1850498
Article Google Scholar
Kehm, B. M., Larsen, M. R., & Sommerset, H. B. (2019). Student drop out from universities in Europe: A review of empirical literature. Hungarian Educational Research Journal, 9(2), 147–164.
Article Google Scholar
Kotsko, A. (2010). Awkwardness: An Essay. Zero Books.
Google Scholar
MacFarlane, K. (2018). Higher education learner identity for successful student transitions. Higher Education Research and Development, 37(6), 1201–1215.
Article Google Scholar
Maher, M., & McAllister, H. (2013). Retention and attrition of students in higher education: Challenges in modern times to what works. Higher Education Studies, 3(2), 62–73. https://doi.org/10.5539/hes.v3n2p62
Article Google Scholar
Maisuria, A., & Cole, M. (2017). The neoliberalization of higher education in England An alternative is possible. Policy Futures in Education, 15(5), 602–619. https://doi.org/10.1177/2F1478210317719792
Article Google Scholar
McQueen, H. (2009). Integration and regulation matters in educational transition: A theoretical critique of retention and attrition models. British Journal of Education Studies, 57(1), 70–88. https://doi.org/10.1111/j.1467-8527.2008.00423.x
Article Google Scholar
Merrill, B. (2014). Determined to stay or determined to leave? A tale of learner identities, biographies and adult students in Higher Education. Studies in Higher Education, 40(10), 1859–1871. https://doi.org/10.1080/03075079.2014.914918
Article Google Scholar
Mier, C. (2018). Adventures in Advising: Strategies, solutions and situations to student problems in the criminology and criminal justice field. International Journal of Progressive Education, 14(1), 21–31.
Article Google Scholar
Pennington, C. R., Bates, E. A., Kaye, L. K., & Bolam, L. T. (2018). Transitioning in higher education: An exploration of psychological and contextual factors affecting student satisfaction. Journal of Further and Higher Education, 42(5), 596–607. https://doi.org/10.1080/0309877X.2017.1302563
Article Google Scholar
Reay, D., David, M., & Ball, S. (2001). ‘Making a difference?’ Institutional habituses and higher education choice. Sociological Research Online, 5(4). https://doi.org/10.5153/2Fsro.548
Renninger, K. A. (2009). Interest and identity development in instruction: An inductive model. Educational Psychologist, 44(2), 105–118. https://doi.org/10.1080/00461520902832392
Article Google Scholar
Russell, L., & Jarvis, C. (2019). Student withdrawal, retention and their sense of belonging; their experience in their words. Research in Educational Administration and Leadership, 4(3), 494–525.
Article Google Scholar
Scanlon, L., Rowling, L., & Weber, Z. (2007). ‘You don’t have like an identity … you are just lost in a crowd’: Forming a student identity in the first-year transition to university. Journal of Youth Studies, 10(2), 223–241. https://doi.org/10.1080/13676260600983684
Article Google Scholar
Tight, M. (2020). Student retention and engagement in higher education. Journal of Further and Higher Education, 44(5), 689–704. https://doi.org/10.1080/0309877X.2019.1576860
Article Google Scholar
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Second Edition. University of Chicago Press.
Tinto, V. (1975). Dropout from higher education A theoretical synthesis of recent research. Review of Educational Research, 45(1), 89–125. https://doi.org/10.3102/2F00346543045001089
Article Google Scholar
Trebilcock, J. & Griffiths, C. (2021). Student motivations for studying Criminology: A narrative inquiry. Criminology and Criminal Justice. OnlineFirst. https://doi.org/10.1177/1748895821993843
UCAS (2022) Mature Students’ Guide. https://www.ucas.com/file/35436/download?token=2Q6wiw-L#:~:text=Mature%20students%20are%20defined%20as,when%20they%20commence%20their%20courses. Accessed 09.02.22
Webb, O., Wyness, L. & Cotton, D. (2017). Enhancing access, retention, attainment and progression in Higher Education: A review of the literature showing demonstrable impact. York: Higher Education Academy.
Wilcox, P., Winn, S., & Fyvie-Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: The role of social support in the first-year experience of higher education. Studies in Higher Education, 30(6), 707–722. https://doi.org/10.1080/03075070500340036
Article Google Scholar
Wong, B. (2018). By Chance or by Plan?: The academic success of nontraditional students in higher education. AERA Open, 4(2) https://doi.org/10.1177/2F2332858418782195
Wong, Z. Y., & Kaur, D. (2018). The role of vocational identity development and motivational beliefs in undergraduates’ student engagement. Counselling Psychology Quarterly, 31(3), 294–316. https://doi.org/10.1080/09515070.2017.1314249
Article Google Scholar
Wray, J., Aspland, J., & Barrett, D. (2014). Choosing to stay: Looking at retention from a different perspective. Studies in Higher Education, 39(9), 1700–1714. https://doi.org/10.1080/03075079.2013.806461
Article Google Scholar
Zepke, N., & Leach, L. (2005). Integration and adaptation: Approaches to the student retention and achievement puzzle. Active Learning in Higher Education, 6(1), 46–59. https://doi.org/10.1177/2F1469787405049946
Article Google Scholar

Download references

Acknowledgements

We would like to thank Dr Matthew Durey for conducting the initial focus groups.

Author information

Authors and Affiliations

School of Social Sciences, University of Sunderland, St. Peter’s Campus, Wearside View, Sunderland, SR6 0AN, England
Helen Williams & Nicola Roberts

Authors

Helen Williams
View author publications
You can also search for this author in PubMed Google Scholar
Nicola Roberts
View author publications
You can also search for this author in PubMed Google Scholar

Contributions

While the second author has designed the study and gathered the data, the lead author has led the qualitative data analysis and writing of the manuscript, with the second author also contributing to these processes.

Corresponding author

Correspondence to Helen Williams.

Ethics declarations

Conflict of interest

Not applicable—the authors have no conflicts of interests to declare that are relevant to the content of this article. The site of research and participants therein are anonymised.

Additional information

Publisher's note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

Williams, H., Roberts, N. ‘I just think it’s really awkward’: transitioning to higher education and the implications for student retention. High Educ (2022). https://doi.org/10.1007/s10734-022-00881-1

Download citation

Accepted: 25 May 2022
Published: 07 June 2022
DOI: https://doi.org/10.1007/s10734-022-00881-1

Keywords

Retention
Undergraduate
Criminology
Awkwardness
Transition